Understanding Differences in Student Learning Outcomes Between the US and Norwegian Educational Systems

A Work in Progress pilot study. The National Academy of Engineers report on the Attributes of the Engineer of 2020 proposes substantial changes in engineering education that support greater intellectual diversity, improved complex thinking skills, better team skills, and engineers that, in general, are more innovative and adaptable to the changing complexities faced by today's industries. While considerable work has been done in research to practice towards developing these skills, there is limited data available on the advantages and/or disadvantages of differing educational systems. In this pilot study the researchers identified two cohort groups for initial study. These included a senior year student cohort in a U.S. program and a senior year cohort in Norway. The study asks a central question as to what extent the different programs help to promote or hinder development of the attributes of the Engineer of 2020. Assessments included measurements of student typology, critical thinking, self-efficacy, and creativity/ innovation. While curricular content is similar between the two programs, the pedagogical approach is substantially different. While outcome differences were relatively small due to small sample sizes and student variation, results in some areas encourage the authors to think about a broader, more comprehensive study that could help to provide more definitive differences the two types of pedagogical approaches.